The Response of School Leaders to Equity Demands in the Environment of Accountability

Persistent Link:
http://hdl.handle.net/10150/194536
Title:
The Response of School Leaders to Equity Demands in the Environment of Accountability
Author:
Saliba, Mark Ronald
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Principals and instructional coaches from four high-performing and equitable-performing elementary schools stratified by socioeconomic level were interviewed. The main concern of participants was meeting student performance challenges set by accountability systems and measured by mandated tests. This concern was manifested in a focus on the needs and educational progress of individual children. Other participant concerns included investing in teachers, analyzing test data collaboratively, intervening on behalf of struggling students, dealing with the current accountability environment, building productive learning environments, achieving educational equity, and maintaining identity as a leader. Participants demonstrated a rather low knowledge of accountability system mechanics and ambivalence about accountability system features; however, they fully embraced the spirit of "leaving no child left behind." They also emphasized many elementes of leadership that predate the current accountability environment, including instructional leadership, professional learning communities, and high expectations for students. Although categories were consistent among the schools, other factors co-vary with school size (performance unit of analysis) or school socioeconomic status (future vs. present orientation). A statistical measure for evaluating the educational equity of schools is introduced.
Type:
text; Electronic Dissertation
Keywords:
accountability; achievement; diversity; equity; leadership; principal
Degree Name:
EdD
Degree Level:
doctoral
Degree Program:
Educational Leadership; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Bosworth, Kris

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Response of School Leaders to Equity Demands in the Environment of Accountabilityen_US
dc.creatorSaliba, Mark Ronalden_US
dc.contributor.authorSaliba, Mark Ronalden_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractPrincipals and instructional coaches from four high-performing and equitable-performing elementary schools stratified by socioeconomic level were interviewed. The main concern of participants was meeting student performance challenges set by accountability systems and measured by mandated tests. This concern was manifested in a focus on the needs and educational progress of individual children. Other participant concerns included investing in teachers, analyzing test data collaboratively, intervening on behalf of struggling students, dealing with the current accountability environment, building productive learning environments, achieving educational equity, and maintaining identity as a leader. Participants demonstrated a rather low knowledge of accountability system mechanics and ambivalence about accountability system features; however, they fully embraced the spirit of "leaving no child left behind." They also emphasized many elementes of leadership that predate the current accountability environment, including instructional leadership, professional learning communities, and high expectations for students. Although categories were consistent among the schools, other factors co-vary with school size (performance unit of analysis) or school socioeconomic status (future vs. present orientation). A statistical measure for evaluating the educational equity of schools is introduced.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectaccountabilityen_US
dc.subjectachievementen_US
dc.subjectdiversityen_US
dc.subjectequityen_US
dc.subjectleadershipen_US
dc.subjectprincipalen_US
thesis.degree.nameEdDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairBosworth, Krisen_US
dc.contributor.committeememberBosworth, Krisen_US
dc.contributor.committeememberHendricks, Roberten_US
dc.contributor.committeememberChecklock, Johnen_US
dc.identifier.proquest2441en_US
dc.identifier.oclc659748360en_US
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